Curriculum Guideline

Methods for Inclusive Play-Based Programs for Preschool Children

Effective Date:
Course
Discontinued
No
Course Code
ECED 1220
Descriptive
Methods for Inclusive Play-Based Programs for Preschool Children
Department
Early Childhood Education
Faculty
Applied Community Studies
Credits
3.00
Start Date
End Term
201430
PLAR
Yes
Semester Length
Flexible delivery ranging over 1 to 15 weeks
Max Class Size
Lecture: 30, Laboratory: 15
Contact Hours
Lecture: 10 hours per semester Laboratory: 75 hours per semester
Method Of Instruction
Lecture
Lab
Methods Of Instruction
  • Lecture
  • Discussions
  • Observations of children
  • Modification of play based learning environments
Course Description
This course provides theory and practical experience in creating safe and healthy play environments and programs for young children. A developmental and family-centred perspective will be the focus for determining individual responses to the guidance of young children.
Course Content

The following global ideas guide the design and delivery of the course

  1. The environments that are created for children will have an impact on their learning and engagement in materials, adults and peers.
  2. Our view or image of children will shape the methods that we adopt to teach children, guide the focus of their interests and assist them in learning.
  3. Appropriate planning and provisioning of classroom environments will facilitate authentic child centred experiences.
  4. The potential and presentation of open-ended, authentic, aesthetic materials will enhance interactions with children, teaching and planning.
  5. Observation and documentation will assist teachers and parents in gaining insight into young children’s learning and can be used to inform planning.
  6. Developing healthy relationships with children is the basis for constructing knowledge.
Learning Outcomes

Upon successful completion of this course, the student will be able to:

Overriding goal:

Understanding environment as a basis for learning, and observing children's interactions in that environment as a basis for planning/teaching.

  • Understand roles and responsibilities at a logistical level
  • Develop an image of the child that emphasizes competence
  • Develop an understanding of the principles of room arrangement in terms of zones and centre proximity
  • Understand materials: authenticity, affordances, transparency and the role of the teacher in presenting open ended activities and authentic materials
  • Understand the process of observation and documentation
  • Understand the purpose of documentation (observation) and its link to planning
  • Understand the significance of developing relationships in relation to guidance and to planning curriculum (including talking with children).
Means of Assessment
  1. Reflections on practice
  2. Written responses to readings
  3. Examinations and Reports
  4. Collaborative Planning
  5. Participation and Attendance
Textbook Materials

T.B.A.

Prerequisites
Which Prerequisite